This is a literature review analysing articles published on virtual learning environments (VLEs), otherwise known as learning management systems, in higher education in the years 2014–2018. The Web of Science database was used to identity relevant articles over this five-year period. The sample comprises 99 peer-reviewed, academic journal articles. A coding sheet is used to analyse each article, identifying the research method, the classification of research (macro, meso, or micro), the focus of research (students, instructors, or both), and, where applicable, the specific brand of VLE. Most output on VLEs is found to be quantitative, to focus on students and on the micro level of learning and teaching, to not have a clear theoretical focus, to not specify which brand of VLE is used, and to be produced in affluent countries. This article adds to the understanding of VLE research by identifying the most frequent foci of research on VLEs, as well as identifying areas that have been un...

This paper looks at the current use of VLEs in institutions, and in particular the shift from commercial to open source systems. The process of technology adoption in institutions is analogous to that of succession in plant communities, whereby successive generations of colonizers alter the environment, making it favourable for other species. Using this notion the future direction of learning environments is examined, and the concept of a VLE 2.0 outlined.

The implementation of innovative pedagogical/educational practices is a response to the social needs for educational change. Such needs emerge from the massive request and access to post-secondary education, the necessity to increase competitiveness mainly through the increase of the human potential and the need to take into account new approaches to learning in a world highly mediated by technology where becoming a democratic, tolerant and responsible citizen is proving to be more difficult than becoming a highly trained worker or professional. The recent technological developments and the possibilities they offer provide useful tools in the introduction of educational innovations. With the same token however the implementation of technology in educational environments and in the learning process, in formal education or in more informal learning structures, poses a real challenge for the education and training institutions undertaking it. As a result of the new ICT systems, there are emerging experiences where most of the traditional universities (as well as traditional open universities) are in the process of restructuring by introducing new "virtual campuses" (VCs). Participants are experiencing new ways of learning and communicating with peers and teachers by organising the learning environment in a different way, based on several technological configurations. "Virtual Learning Environments" (VLEs) are based on different combinations of telematics tools and multimedia. Traditional universities and training centres see this as an opportunity to widen access to their courses while improving the quality of education, as well as a future source of income. Training companies are also very interested in reaching new potential by approaching learning to people's homes. Although VLE might be triggered by socioeconomic factors, these processes will only mean an education and training improvement if we consider those elements related to the teaching (pedagogic effectiveness) and institutional sphere (institutional restructuring, resistance to change, etc.). Furthermore, if we do not respond to the academic, linguistic, and cultural diversity of today's world, we are taking the risk of creating systems of low social, pedagogical and economic efficiency. This is the reason why the situation needs a holistic perspective of study and discussion. In this paper we present some of the preliminary results of the study undertaken by the Thematic Network IVETTE (Implementation of Virtual Environments in Training and Education). IVETTE is a consortium of nine European Universities funded by the Targeted SocioEconomic Research Programme (European Union, IV Framework Programme). The goal of the IVETTE Thematic Network (1998-20009 is to investigate the institutional, cultural and learning issues involved in the implementation of innovative Virtual Learning Environments (VLEs) in post-secondary public educational institutions, as well as in training institutions. For

A virtual learning environment (VLE) is a set of teaching and learning tools, including computer and the internet, but there are controversies as to the fitness of VLE to mimic the real situation and these controversies have for a long time overwhelmed its justifications; this has made the acceptance of VLE very difficult. This paper is written to address these controversies and this is achieved by surveying some virtual realities. The findings show that VLE in reality, though expensive, is fit to mimic human experts and will economically beneficial in the long run.

SUMMARY Is the concept of'virtual learning environment'just a popular label to describe any educational software? No, the concept includes several interesting features that justify the use of a specific label. We review these features in the first part of our contribution. Do these features guarantee pedagogical effects? No, we review in the second some potential contributions of virtual learning environments. Turning potential effects intro actual outcomes is the challenge of designers.

In France, the Region of Lorraine is currently implementing a Virtual Learning Environment in his secondary school. But the arrival of such tool changes existing practices. So we are led to understand: what drives people to use it or not and how is it used. We make the following hypothesis that using a VLE in the daily practices is linked to a set of variables which are considered as predominant by users. Based on individual perceptions, ergonomic and social considerations, we plan to create our own acceptability model of a VLE, to explain and predict its uses in a specific context: the secondary educational community.